CHAPTER I
PRELIMINARY
A. Background
In the colonial era the Dutch government provided diverse schools for Indonesians to meet the needs of various layers of society. A distinctive feature of these schools is the lack of a relationship between the various schools. But gradually, in various kinds of separate schools, relationships are formed so that there is a system that shows roundness. Education for Indonesian children was initially limited to low education, but later developed vertically so that Indonesian children, through secondary education, could achieve higher education, even through difficult and narrow ways.
The birth of an education system is not the result of an overall plan but step by step through experimentation and driven by practical needs under the influence of social , economic and political conditions in the Netherlands and in the Netherlands East Indies.
B. Formulation of the problem
The problem formulation of this paper is:
1. What is the process of education during Dutch colonialism?
2. How was the schooling system during the Dutch government?
3. What is the process of education in Japan?
C. Aim
The objectives of this paper are:
1. To explain the educational process during Dutch colonialism.
2. Want to explain the school system in the days of Dutch rule.
3. To explain education in Japan.
CHAPTER II
DISCUSSION
A. Education during Dutch colonialism
Education during the Dutch occupation could be mapped into 2 (two) large periods, namely during the VOC (Vereenigde Oost-indische Compagnie) and the Dutch East Indies (Nederlands Indie) period. during the VOC, which was a trading company, the condition of education in Indonesia could be said to be inseparable from commercial intentions and interests. [1]
1. VOC era (Company)
At the beginning of the 16th century almost a century before the arrival of the Dutch, Portuguese traders settled in the eastern part of Indonesia where the spices were produced. Usually they were accompanied by missionaries who included the population into the Catholic religion which was the most successful among them the Jesuit Order under the leadership of Feranciscus Xaverius.Xaverius views education as a powerful tool for the spread of religion. Seminary opened in Ternate, then in solor and higher religious education was obtained in Goa, India, the center of Portuguese power at that time. Portuguese is almost as popular as Malay , a position that the Dutch did not achieve in 350 years of colonial rule weakened due to the war with the kings of Indonesia and finally eliminated by the Dutch in 1605.
2. Age of Dutch Government After VOC
After the VOC was dissolved, the Governors / commissioners general had to start the education system from the bottom, because VOC-era education ended in total failure. The new government which was infused with the liberal ideas of the aufklarung or Enlightenment schools put trust in education as a tool to achieve economic and social progress. In 1808 Deandels, a Dutch Governor, was ordered by King Lodewijk to alleviate the fate of ordinary people and indigenous poetra, and to eliminate the slave trade. Deandels' efforts were unsuccessful, even adding to the suffering of the people, because he held and required forced labor
In the field of education, Deandels ordered the regents on the island of Java to establish schools or own costs to educate children to obey their own customs and habits. Kemidian Deandels established a Midwife school in Jakarta and a ronggeng school in Cirebon. Then in the future (English interregnum) the British government (1811-1816) did not bring a change in the problem of education even though Sir Stamford Raffles was a brilliant state expert. He paid more attention to the development of science, while the teaching of the people was left completely. He wrote the book History of Java.
In 1826 the field of education and teaching was interrupted by the existence of austerity efforts. The schools are only for Indonesian children who embrace Christianity. The problem is because of the severe financial difficulties faced by the Dutch as a result of the expensive Diponegoro war (1825-1830) and many casualties and wars between the Netherlands and Belgium (1830-1839). [2]
a. The results of the men's earth schools were less satisfying for the colonial government. This is especially the case because the contents of the plan are too dense.
b. Among the government began to arise attention to the common people. They realize that those who have to get the teaching are not just the top layer.
c. There is a fact that the Indonesian people have both needs in the field of education, namely the top layer and the lower lapisa.
B. Schooling system during the Dutch East Indies administration
In general, the education system, especially the schooling system, is based on the population according to the descendants or social classes that exist and according to the nationality groups prevailing at that time, namely: [4]
1. Low Education ( Lager Onderwijs )
Basically basic education for the elementary school level uses the basic system, namely:
a. Low school with Dutch language.
1) European low schools, namely low schools for European children.
2) Dutch Chinese schools, namely HCS (Hollands Chinese school), a low school for children of foreign descent.
3) The Dutch male school Bumi HIS (Hollands inlandse school), which is a low school for the native Indonesian population.
b. Low school with the language of local languages
1) Bumi Putra class II School ( Tweede klasee). This school is provided for male earth students.Lamaya is a seven-year school, first established in 1892.
2) Village School (Volksschool). Provided for sons of the male earth class. The duration of the three-year school was first established in 1907.
3) Advanced School (Vorvolgschool). The duration of two years is a continuation of the village school, also intended for sons of the male earth class. First established in 1914.
4) Transition School (Schakelschool)
It is a transitional school from a village school (three years) in primary school with the language of instruction in Dutch. The study period is five years and is intended for sons of the male earth class. Aside from the above elementary schools there are still special schools for Ambonese like Ambonsche Burgerschool which in 1922 was made HIS. For children from aristocratic groups provided a special elementary school called the Raja school ( Hoofdensschool ). This school was first established in Tondano in 1865 and 1872, but later integrated into ELS or HIS. [5]
2. Further education = Secondary Education
a. MULO ( Meer Uit Gebreid Lager School ), the school is a continuation of the elementary school that has an introduction to Dutch. The duration of study is three to four years. The first was founded in 1914.
b. AMS (Algemene Middelbare School) is a public secondary school that is a continuation of the Dutch-language MULO and is intended for male and foreign Eastern groups. The study period is three years and the first is established in 1915.
c. HBS (Hoobere Burger School) or high school citizenship is a school that examines the continuation of ELS provided for European groups, founded in 1860.
3. Vocational Education (vokonderwijs)
As the implementation of political ethics, the Dutch government devoted much attention to vocational education. The types of vocational schools that are available are as follows:
a. Carpentry schools ( Amachts leergang ) are regional language schools.
b. The pertukangan school (Ambachtsschool) is a Dutch-language carpentry school.
c. Technical school (Technish Onderwijs.
d. Trade Education (Handels Onderwijs).
e. Agricultural education (landbouw Onderwijs).
f. Women's vocational education (Meisjes Vakonderwijs).
g. Household Education (Huishoudschool).
h. Teacher education (Kweekschool).
4. Higher Education (Hooger Onderwijs)
Because of being pressured by experts, it was established:
a. High Technical School (Technische Hoge School).
b. High School Judge (Rechskundige Hoge school).
c. Medical education is high.
C. Japanese Period Education
Encouraged by the enthusiasm to develop influence and territory as part of the plan to form Greater East Asia which includes Manchuria, Mainland China, the Philippine Islands, Indonesia, Malaysia, Thailand, Indo-China and Russia under the leadership of Japan, the country began military expansion to various surrounding countries that is. With the concept of "Hakko Ichiu" (Greater Asia Prosperity) and the slogan "Asia for the Asian Nation", this fascist nation also targets Indonesia as a potential region that will support its big ambitions. With the context of world history that demands strong military support, Japan also manages education in Indonesia that cannot be separated from this interest. So it can be said that the education system during the Japanese occupation was strongly influenced by motives to support military victory in the Pacific war. [6]
After February 1942 attacked South Sumatra, Japan then attacked Java and finally forced the Dutch to surrender in March 1942. Since then, Japan has implemented a number of education-related policies that have broad implications especially for the education system in the independence era.These things include:
a. Made into Indonesian as the official language for the introduction of education in place of Dutch Language;
b. The existence of educational system integration with the abolition of the education system based on social class in the Dutch colonial era.
The education system during the Japanese occupation can then be summarized as follows:
a. Basic Education (Kokumin Gakko / Sekolah Rakyat). Duration of 6 years. Including the SR is the First School which is the conversion of names from elementary school 3 or 5 years to natives in the Dutch East Indies.
b. Continuing Education. Consisting of Shoto Chu Gakko (Junior High School) with a 3-year study period and Koto Chu Gakko (High School) with a 3-year study period.
c. Vocational Education. Including secondary school is vocational in the areas of carpentry, shipping, education, engineering and agriculture.
d. Higher education.
To gain support from indigenous leaders, Japan began by offering the concept of Putera Tenaga Rakyat under the leadership of Soekarno, M. Hatta, Ki Hajar Dewantoro, and KH Mas Mansur in March 1943. This concept was formulated after the failure of the Triple Movement which did not include representatives of indigenous figures. But PTR finally experienced a similar fate a year later.After this, Japan still recruited Ki Hajar Dewantoro as their education advisor. The effort of Japan to take indigenous power was motivated by the experience of the failure of their education systems in Manchuria and China which implemented the Nipponize (Japanization) system. For this reason, in Indonesia they tried out an educational format that accommodated a locally oriented curriculum.Even though it should be noted that towards the end of the occupation period, there were strong indications of Japan to implement the Nipponize system again, namely by mobilizing Sendenbu (Japanese propagator) to instill ideology which was expected to destroy the ideology of the Great Indonesia.
Japan also views the need to train teachers to have a uniform understanding of the purpose and objectives of their government. [7] The main material in the exercise included: (1) ideological indoctrination of Hakko Ichiu; (2) Nippon Seisyin, namely military training and Japanese spirit; (3) Japanese language, history and customs; (4) Earth science with a geopolitical perspective; and (5) Japanese sports and singing. As for student coaching, Japan requires each school student to routinely carry out the following activities: (1) Singing the Japanese national anthem, Kimigayo every morning;(2) Flying the Japanese flag, Hinomura and honoring the Emperor of Japan, Tenno Heika every morning; (3) every morning they also have to do Dai Toa, swearing allegiance to the ideals of Greater Asia; (4) Every morning they are also required to do Taiso, Japanese gymnastics; (5) Carry out physical and military exercises; (7) Making Indonesian as an introduction to education. Japanese is a language that must also be taught.
After mastering Indonesia, Japan instructed the closure of Dutch-language schools, the prohibition of material about the Netherlands and other European languages. Including what must be closed is HCS, so forcing the Chinese descendants to return to Chinese-language schools under the coordination of Hua-Chino Tsung Hui, which has implications for the process of resinification. This condition, among others, forced the teachers to translate foreign-language books into Indonesian for the benefit of the learning process. Furthermore, schools with academic types are replaced with vocational schools. Japan also prohibits the private sector from establishing a secondary school and for the sake of control, the private school must apply for re-permission to be able to operate again.Taman Siswa, for example, was forced to change the Adult Park into a Farm Park, while the Teacher's Park and Madya Park remained closed. This policy caused a tremendous setback for the world of education in terms of the institutional and operational aspects of other education.
Meanwhile for Islamic education, Japan took several policies including:
a. Changing the Kantoor Voor Islamistische Zaken in the Dutch era led by Orientalists became Sumubi led by Islamic leaders themselves, namely KH Hasyim Asy'ari. In the areas formed Sumuka;
b. Islamic boarding schools often get visits and Japanese government assistance;
c. Allowing the formation of Hezbollah ranks that teach basic training in military art for Muslim youth under the leadership of KH Zainal Arifin;
d. Allowing the establishment of Islamic Colleges in Jakarta under the care of KH Wahid Hasyim, Kahar Muzakkir and Bung Hatta;
e. Permission of ulama and nationalist leaders to form a line of Defenders of the Homeland (PETA), which later became the forerunner of the TNI at the time of independence; and
f. The permissibility of the Indonesian Islamic Assembly (MIAI) continued to operate, even though it was later dissolved and replaced with the Indonesian Sharia Muslim Council (Masyumi) which included two large Islamic organizations, Muhammadiyah and NU.
Apart from the original purpose of Japan to facilitate various activities of the Muslims at that time, in fact this helped the development of Islam and the condition of its people after the achievement of independence.
CHAPTER III
COVER
A. Conclusion
1. Education during Dutch colonialism
During the Dutch colonialism it could be mapped into 2 (two) major periods, namely during the VOC (Vereenigde Oost-indische Compagnie ) and during the Dutch East Indies (Nederlands Indie) government. during the VOC, which was a trading company, the condition of education in Indonesia could be said to be inseparable from commercial intentions and interests.
2. Schooling system during the Dutch East Indies administration
In general, the education system, especially the schooling system, is based on the population according to the descendants or social classes that exist and according to the nationality group at that time. Namely: 1) Low Education ( Lager Onderwijs ). 2) Further education / Secondary Education. 3) Vocational Education (vokonderwijs). 4) Higher Education (Hooger Onderwijs).
3. Japanese Period Education
Since 1942 Japan has implemented a number of education-related policies that have broad implications especially for the education system in the independence era. These things include:
a. Made into Indonesian as the official language for the introduction of education in place of Dutch Language;
b. The existence of educational system integration with the abolition of the education system based on social class in the Dutch colonial era.
B. Criticism and suggestions
After we study the discussion above, we can find out the history of Islamic education in the Dutch and Japanese colonies. It would be nice if we not only know about history, but we must be able to apply it to the present and future times.
Bibliography
Afifuddin, 2007. History of Education , Bandung: Prosfect.
Nizar, Samsul, 2008. History of Islamic Education , Jakarta: Kencana.
Yunus, Mahmud, 1992. History of Islamic Education , Jakarta: PT. Hidakarya Agung,
http://khairuddinhsb.blog.plasa.com/2008/07/21/pendidikan-di-zaman-belanda/
http://khairuddinhsb.blog.plasa.com/2008/07/21/pendidikan-di-zaman-jepang/
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